Nursing program leaders' perceptions of interprofessional education and curriculum practices within pre-licensure baccalaureate nursing education
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The national emphasis on interprofessional education (IPE) within health professions education is causing widespread curriculum reform across the nation. As individual schools are reforming their curricula, it is important to assess if the curricular approaches institutions are taking to integrate IPE into pre-licensure baccalaureate nursing education align with effective practices that have been demonstrated by research. This study focused on gaining an understanding of perceptions and characteristics of IPE within the Interprofessional Education for Collaborative Patient-Centered Practice (IECPCP) framework developed by D'Amour and Oandasan (2005).
A researcher-developed survey instrument was used to collect data from directors, chairs, deans and/or leaders of IPE within accredited pre-licensure baccalaureate nursing programs. Data analysis revealed that nursing programs were not consistently implementing components from all levels of the IECPCP framework for IPE interventions. The study uncovered that even though there is substantial research and a national thrust for integrating IPE into health profession education (IOM, 2003; IPEC, 2011; JMJF, 2013; WHO, 2010) there were some nursing program leaders that have not been able to move the IPE agenda forward in their own institutions. There were schools of nursing that did not incorporate IPE into their pre-licensure baccalaureate nursing curriculum, while others inconsistently incorporate IPE effective practices.
Nursing programs that implemented IPE used a wide variety of practices to implement IPE into pre-licensure baccalaureate nursing education. Nursing program leaders from programs that implemented IPE perceived their curriculum practices to be effective. The practices that leaders indicated were most effective aligned with the effective practices that were identified in the literature.
In addition, the study found that nursing program leaders have diverse perceptions regarding availability of resources and barriers to IPE. The study demonstrated significant differences of nursing program leaders' perceptions of IPE based on their institutional characteristics. The study demonstrated that the institutions' funding source (private versus public) had an impact on the nursing program leaders' perceptions of IPE. This study also demonstrated differences in nursing program leaders' perceptions based on their institution's accreditation source, size of enrollment, and availability of other health profession programs.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3629733; ProQuest document ID: 1562504281. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | N/A |
Research Approach | Quantitative Research |
Keywords | Curriculum Development; Effective Practices; Interdisciplinary; Nursing Education; Nursing Leaders |
Grantor | University of South Dakota |
Advisor | Card, Karen; Brooks, Ellie; Baron, Mark; Santo, Susan |
Level | Doctoral-Other |
Year | 2014 |
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